Mentor - India - Vol. 13 Issue 01

VOLUME 13 | ISSUE 01 | JUNE 2019 | 40

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A MATTER OF PRINCIPAL

THE STORY OF A PROGRESSIVE BENGALURU SCHOOL Dr. Chetana Keni Aurinko Academy Bengaluru

ISSN 2320 - 0650 English Monthly

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Let t

Vol. 13 | Issue 01 | June 2019 | info@lxl.in

r ito

from the Ed er

Contents

03 Mentor Thoughts

Letter from the Editor..............................................03 What’s Trending.......................................................04 Sultan Speaks..........................................................05

W

13 Governance

e strive for the continuous development of the intellectual capital of our community, so that we can unlock the true potential of our children and teachers. It is the daily experience and challenges the children, parents, and teachers encounter that allows for several 21st Century skills, which are the need of the hour, to develop.

19 Cover Story

“How would the future generation be like if each and every student who graduates is an efficient, life-long learner with a profound understanding of one’s own self?”

06 Pedagogy

Constructing Perspective Amongst Children.....06 Language Development.........................................09 Changing the Narrative with eBooks...................11

A Guide to School-Based Crisis Planning...........13 Redefining Student Success.................................16

The Story of a Progressive Bengaluru School...19

24 Leadership

Leadership in Schools (Vol. I)................................24 How Sports Help in Nurturing Leadership..........27

30 Innovation

How Presentations Can be Designed More Effectively.....................................30 Teachers as Learners.............................................33

All Rights Reserved 2016 EduMedia Publications Pvt. Ltd.

Publisher & Owner: Syed Sultan Ahmed Editor: Kalpa Kartik | Sub Editor: Aditi Dharmadhikari Content Developer: Farah Javid Layouts & Design: Muhammad Juraij K H Production: Praveen U M, Sathish C, Guna V Printer: Elegant Printing Notice: the contributions in Mentor Magazine are solely the views of the author and are in no manner to be directly associated with the views of the editorial team or LXL Ideas. Authors/contributors are responsible for the authenticity of information they provide in the article. The publishers do not accept liability for errors or omissions contained in this publication. By submitting letters/emails or other publication materials to Mentor Magazine the author/ contributor agrees that it is the property of Mentor Magazine. All communication to Mentor Magazine must be made in writing. No other sort of communication will be accepted. All decisions regarding publishing of a contribution is the prerogative of the publisher and editorial team of Mentor Magazine.

Mentor Magazine is owned and published by EduMedia Publications Pvt. Ltd. for and on behalf of Mr. Syed Sultan Ahmed. All disputes are subject to the exclusive jurisdiction of the competent courts and forums in Bengaluru City.

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Student success is built on the foundations of student-centric learning and innovations that empower students to take responsibility for their own learning. In this dynamic and evolving world, it is crucial to redefine what student success means at a broader, as well as at an individual, level. Student success can be measured by the student’s ability to be a lifelong and proactive learner who graduates as a self-aware adult.

This month Mentor covers the above-mentioned statements and features Dr. Chetana Keni, founder of the progressive school Aurinko Academy on our cover story. Aurinko Philosophy and Methodology is the guiding force. It expects everyone to be aligned with the needs of the most important stakeholder: the student, which ensures his or her survival in the outside world after passing out of school.

In an age in which technology can complement other traditional teaching methods to enhance the teaching-learning experience, honing Power Point skills is a great way to improve your communication and presentation skills. Aside from the physical benefits of school sports, involving students in leadership opportunities in the classroom, crisis planning and developing student vocabulary are some of the topics being covered this month.

Kalpa Kartik Editor 3 | Mentor | June 2019

What’s Trending

IS IT A GOOD IDEA TO OPEN UP THE SCHOOL’S

SPORTS FACILITIES FOR THE STUDENTS DURING SUMMER HOLIDAYS, SO THAT THEY GET A HEALTHY SUMMER TOO?

R

esearch shows that children suffer from a loss of fitness of up to 80% over the summer holidays, which can even be dangerous when the child is already suffering from obesity.

Opening up the school’s sports facilities for the children would help considerably in increasing their fitness levels and also directing their energy in a positive direction. It would help to build a close bond between the teachers/coaches and children, and most importantly, provide an answer to the taxing question as to where they should send their children in summer vacations, which would be both a learning and a safe experience for the children. Sending them to their own school will save them from interacting with unknown coaches. Playing sports, a balanced diet and advice from the coaches will not only enhance their health, but also make them a balanced human being to face the world.

Preethi Singh, Principal, Dass Brown World School Punjab

I

t is a wonderful idea, because generally, the students spend summer holidays sitting idle at home, watching an excessive amount of TV programmes and consuming junk food. This damaging lifestyle is bound to make them obese, lethargic and disease-prone. The implementation of the above-mentioned idea during summer holidays would keep them fit, healthy and enthusiastic during this hitherto unproductive time.

Students would be able to sublimate their instincts by using their energy in meaningful sports activities. Moreover, participation in sports activities would indirectly help them in acquiring certain ethics of leadership, team spirit and so on.

Ajay Khosla, Assistant Professor, DAV College of Education Abohar, Punjab

Y

es, because most of the parents want their kids to be active in sports, but they cannot find a suitable place to train them or they feel worried about the child’s security. If sports facilities were to be provided by the school, children would be able to learn new skills in a safe and nurturing environment. This would provide an additional income for the school and the child could experience a lasting physical and psychological impact, thus leading to a positive sense of development.

J. S. Sivakumar Principal, White Clouds School Tirupur

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4 | Mentor | June 2019

Sultan Speaks

RETURN ON INVESTMENT I

t is estimated that an average middle-class parent in India spends approximately 15% of their income on their children’s education. If they have 2 children, then it adds up to a very high 30% of the household income. The cost of education over the past decade has increased multifold and the burden on the average single income middle class home is immense. It is a known fact that the parent will make all sacrifices required to fulfill their children’s need.

There are several reasons why an average parent spends so much money on a child’s education and the biggest of them all is the lack of social security for the middle class. The best way for a middle class family to secure a future for their children is education.

Over two generations, Indians have witnessed the fact that one educated person in the family can uplift the status of the family. This is deeply entrenched in the psyche of the average parent and they seek a better future for themselves and their children through education.

All these facts should ensure that we head towards a society that is more educated and prosperous.

But not everything seems right.

Every marketeer or product company today knows that in the name of a better future you can sell

anything to a parent. Health foods, insurances, mattresses, oil and everything else imaginable is being sold to a parent with a promise to make them do well in their exams and for a brighter future. So effectively a parent is spending a lot more than just the tuition fees to ensure that the child does well.

On top of all this, if we add the coaching class fees, because every parent is being encouraged to join a coaching class lest their children’s education remain incomplete, the pressure on finances is tremendous.

All these expenses add up to a huge investment and every investor expects a return on investment ROI. For an investment that will yield results in a distant future, there are no guarantees. So in the short term, the only matrix that a parent investor knows to evaluate their investment portfolio is the academic grades and success in school.

What schools and educators are witnessing today is a direct outcome of the expectation a parent has from their investment. In the past, the investment on education was not as high as it is today, neither were the expectations of a parent from their children as high as it is today. Respect for the educator or the process is not primary in the minds of the parent, the outcome is supreme.

Any product or services company will tell you that the ‘Customer is King’ and they design all their systems and processes to cater to this reality. Schools have an interesting challenge, while the parent is the customer, the service is provided to the child and invariably apart from grades not many outcomes are clearly defined.

Most parents today are not looking for a social service from schools, they are expecting outcomes like corporates. Some schools have

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woken up to this reality and have tuned their systems and processes to address this need of a parent.

Most of the others are still stuck in time, and the faster they realise that most parents are driven by ROI, the better it would be for them. Till a time schools define and glorify their success in terms of academic grades, parents will continue to expect marks. Success in schools is not just marks, all of us have heard that - what is it, then?

Syed Sultan Ahmed MD & Chief Learner @ LXL

5 | Mentor | June 2019

Pedagogy

CONSTRUCTING PERSPECTIVE AMONGST CHILDREN Best Practices that Teachers & Parents/Guardians Can Adopt

Introduction

H

elping children gain perspective is paramount to fostering reflective thinking among them. Perceptiveness brings about an empathetic attitude towards situations and other people.

Helping children gain perspective is paramount to fostering reflective thinking among them. Perceptiveness brings about an empathetic attitude towards situations and other people

For instance, in classroom situations, events falling into the children’s range of understanding might be perceived as acceptable, www.lxl.in

whereas situations they can’t fully understand might be considered deplorable. Arriving at such extreme conclusions could be mitigated through some strategies adopted by teachers at schools and in classrooms, as well as by parents at home. The adaptation of such tactics would assist the children in constructing a wider perspective especially while dealing with negative social situations and life events.

Practices Teachers Can Adopt to Construct A Wider Perspective a. Role-playing can equip the teacher to deal effectively with a recurring problem of interpersonal rivalry and aggression among students.

The teacher can construct a dramatic situation that sets the stage of conflict and can then ask the students to play the parts of different characters.

The

classroom

discussion

(involving both audience and actors) can suggest several alternative courses of actions in the situation. Role-playing thus provides the student with a dramatic confrontation with and clarification of (1) his relationships with others (2) his information about and expectations of society (3) his evaluation of himself and his lifestyle (4) the ways in which academic material may be relevant to his daily tasks b. Dialogism could be another means of inculcating diverse perspective among children.

It involves writing of scripts for school plays, dramas, skit, lesson-end activities etc. It is a form of verbal representation of others’ perspectives in a given format. It debases the concept of monologism where only one’s perspective is focused; remarkably who is in power viz., the author of a textbook or the 6 | Mentor | June 2019

Pedagogy content writer. Dialogic speech promotes the involvement of assorted perspectives in the subject-content as well as in classroom activities. c. Reading good text can also empower the children to understand various points of view. The teacher can encourage the students by referring them to subjectrelevant supplementary reading material. Reading good story books with multiple characters and even comic characters stimulates the understanding of numerous standpoints of different characters in it. d.

Putting children in problemsolving situations could be another aspect of furthering perspective among them. Here, the teacher can indulge the students in certain hypothetical social life problems and can ask them to come up with solutions of them. This would broaden their understanding of others’ thoughts and the reasons behind their actions.

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e.

Acting as school and community volunteers may also develop a sense of empathy towards others among children.

The teacher can induce different social values among them at a very early stage of schooling.

The students should be trained intelligently to empathise with the predicaments of their peer learners in classroom and in the community. The teacher can provide them with certain suggestive measures to mitigate the suffering of their peer group.

Diverse perspectives along with cultural intelligence leads to a more effective approach to life events.

Practices Parents/ Guardians Can Adopt to Construct A Wider Perspective a. Accepting the child’s mistakes positively and preparing their wards for future possible challenges leads to attitudinal reformation in children with respect to negative events.

Rather than focusing on the mistakes, the parents can enable their wards to alter their perspective towards a negative life event by focusing on the remedial measures. As what has been done in past is of no importance to discuss, what can be done to overcome the situation is more important. b. To have an intimate relationship with any of the elder members of the family or community can also contribute in attaining a wider perspective. The elder members of family and society, through sharing their varied life experiences with the children, can assist them in recognizing and constructing their own

7 | Mentor | June 2019

Pedagogy perspective which is cognisant of others’ outlooks as well. c.

Making children sensitive about others’ emotions and developing keen observational skills can enable children to be more empathetic. Parents can clearly act in a displeased manner with children for any mischievous activities so they realise the consequences of their actions. Such reactions will sensitise the wards towards their parents’ emotions and will steer them towards adopting various ways to make them feel better. d.

Handling criticism and negativity from people adequately is another approach of acquiring perspective.

Parents should train their wards in this regard and enable them

to recognise the existence of other individuals in terms of their views and behaviour.

Conclusion It is the need of the hour to transform the individual from being ignorant or passive to a reflective participant in personal and social situations. In order to achieve sustainable social development, the children have to improvise the differential ability over varied human perspectives.

Hence, teachers and parents should endorse the scaffolding method prescribed by Vygotsky while dealing with children.

Diverse perspectives along with cultural intelligence leads to a more effective approach to life events. As rightly remarked by

George Carlin, “Some people see the glass half full. Others see it half empty. I see a glass that’s twice as big as it needs to be.”

As an educator with a varied experience spanning schools, colleges, universities and departments of DBRAU, Agra, GGBSIPU, Delhi, University of Delhi, Dr. Saba Anees has been working in the education sector for eight years. This includes firsthand experience of problems at the primary level for school children as she has served at the UP Basic Education Department in the past. The concerns she has had have always been about the improvement of the quality of education, enhancing the reflective power of students and facilitating learning for life. When she was associated with the Enabling Unit of CIE, Delhi University, she developed the academic learning material and facilitated psychological inclusion for visuallychallenged students anees.saba7@gmail.com

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8 | Mentor | June 2019

Pedagogy

LANGUAGE DEVELOPMENT Strategies Adopted by A School in Nepal to Help Develop Language Skills

L

anguage development has been pervasive throughout the world as an essential process for language acquisition, especially for communication and writing.

While it demands much toil and diligence, from both the tutors and the learners, it has made a positive impact on learners since the process is hands-on and explicitly understandable. In addition, the language development process promotes learning through practice.

The Oxford Dictionary defines language as: “The method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way, which is essential for humans to convey their intended message to the recipients.

This article illustrates many examples that bolster the claim of the writer that there is a range of strategies that can be implemented to help teachers to teach a language thoroughly on one hand, and on other hand, such www.lxl.in

strategies enable learners to master required language skills explicitly.

So, the following strategies have been adopted by Butwal Public School as core mechanism whilst developing the language skills of the pupils

Strategies Adopted By Butwal Public School to Develop Language Skills Teaching Language Using Flashcards Using flashcards is one of the most effective language teaching strategies.

First of all, the language teachers start a topic by explaining its basic structure through a lecture, and subsequently, the students are taught using flashcards with ample examples. Activities are then carried out, testing the student’s receptive capability and requiring the students to actively participate.

Some teachers ask students to prepare similar types of flashcards for the following topic.

As a second method of teaching language, students are advised to remember vocabulary by linking their activities to situations that they are familiar with. To ensure a flow of communication, teachers divide up the classroom into groups and introduce games which encourage them to speak up in front of their peers. This way, learning a language also becomes fun.

Therefore, flashcards, group division and hands-on teaching strategies ensure exceptional teaching.

Building Students’ Vocabulary Building students’ vocabulary is another task which greatly helps students develop their language skills. This process incorporates a myriad of new words that students have to learn in a stipulated time period. The idea is to shirk rotelearning and instead, to teach the student how to use the new word in the appropriate context.

9 | Mentor | June 2019

Pedagogy This process includes using meta-cards, flashcards, pictures and certain formulae that ensure learners improve their vocabulary in a way that will stay with them in their lifetime.

Using non-verbal communication The language acquisition and development process also encompasses non-verbal communication method which refers to the use of limbs, gestures and expressions by the communicator, while conveying the intended message to the recipient.

In this process, the communicator avoids pronouncing words to form a message. At Butwal Public School, non-verbal communication is given priority, with teachers demonstrating different gestures and body movements during lectures.

In other words, the non-verbal communication method is used to convey the implicit meaning of a message. Skillyouneed.com lists several ways of conveying a message to recipients which includes“facial expressions, the tone and pitch of the voice, gestures displayed through body language (kinesics) and the physical distance between the communicators (proxemics).”

SkillsYouNeed (2019). It further illustrates: “these non-verbal signals can give clues and additional information and meaning

over and above spoken (verbal) communication. Indeed, some estimates suggest that around 70 to 80% of communication is nonverbal!” SkillsYouNeed (2019).

Using visual tutorials Introducing useful videos and other tutorials from the internet to your students can enrich the learning process by making lectures more engaging.

Language Development Pedagogy Implemented at Butwal Public School Student response has been positive for all these strategies since they feel comfortable and confident with their learning capacity. When they see what appears in front of them in visual form or on flashcards, it stretches their receptive capacity and learning becomes explicit to them.

In most circumstances, I believe that students become inactive when we use the lecture method endlessly, which has become hackneyed these days.

On the contrary, with reference to the International Kids Film Festival, when we asked the students about their experience of this event, they said it was an exciting event which showed them a different way of evaluating the people around them. Therefore, visuals and pictures engage learners and form a different perspective in them of ordinary things.

Implementation Barriers as Drawbacks In most circumstances, I believe that students become inactive when we use the lecture method endlessly, which has become hackneyed these days.

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As a matter of fact, thoroughly implementing the language development process can become quite an onerous task for a school. With problems such as absenteeism and complaints of excessive workloads looming large, the management has to go through a cascade of negotiations to retain good teachers. Moreover, some anomalous situations

arise when every teacher cannot integrate all required teaching skills with their day-to-day tutoring; so the school often needs scrupulous follow-ups to retain its hard-earned legacy.

Furthermore, all the teachers do not seem to be diligent to prepare all the materials which are required to encourage learning interest in students. The most inscrutable circumstance students experience is when the main subject teacher is ousted by a substitute teacher in his/her absenteeism. When teachers are reluctant to keep themselves upto-date with the latest technology it hampers the learning experience in today’s technology-dominated day and age.

Ramesh Mani Suvedi is a lecturer, magazine editor, book writer, blogger, and philanthropist, who has spent almost a decade in the teaching profession.

Currently, he is working at Butwal Public School, Butwal, Nepal, as Vice-Principal, teacher-trainer and facilitator and simultaneously teaching at some colleges as an English instructor. His modus operandi of teaching has been highly venerated in schools, colleges and campuses.

He obtained an M.A, and an MPhil in English literature. ramesh.suvedi@gmail.com.

10 | Mentor | June 2019

Pedagogy

CHANGING THE NARRATIVE WITH EBOOKS On eBooks as Influential Educational Tools

Introduction

T

here is a paradigm shift taking place in the education system across the world. A strong sentiment has developed over the last few years about the need for an effective learning system that has evolved to ensure the active involvement of students in the learning process.

The traditional classroom teaching method is flawed, with one person (the teacher)continuously talking to the students in class day after day, without evincing much interest in learning.

Bringing technology into classrooms, however, has had a positive impact on the quality of education delivered.

Teachers and students unanimously agree upon the using of eBooks.

Digital booksmake the learning process more interactive and engaging. Integration of eBooks into classroom teaching is a supplementary teaching tool, though, and not a replacement of existing classroom teaching methodology. www.lxl.in

How Including eBooks Can Transform Classroom Teaching

zoom, a search option, read aloud etc. The search tool is the most favoured tool because of its ability to find words and topics instantly.

eBooks can transform the teaching and learning process in the following ways:

4. Edutainment value

1. Study Anywhere and Anytime Most students these days carry with them a smartphone, a tablet or a laptop. These electronic gadgets enable them to refer to their notes and course material any time they want, without the burden of carrying voluminous physical books on their person.

2. Offline Access to eBooks Since eBooks are internet-based, internet connectivity is a must.

Mobile devices these days offer offline services, as well; this enables the students to download the required material, which they can refer to later.

3. Multiple Interactive Features

The course content doesn’t have to be only the text. You can include music, animations, videos and audio explanations into the learning module.

5.

Experiment with Augmented Reality Augmented reality means transferring the learning space at an incremental pace. An AR system can transform any normal image into an enhanced 3D image which the students can view from all angles.

6. Save printing costs eBooks do not require paper for printing. Authors can submit their works in a PDF format which can be converted into electronic books; so ebooks are eco-friendly, too.

eBook reading devices have a lot of interactive features like innovations, pen tools, page 11 | Mentor | June 2019

Pedagogy 7.

Provide updated content to students In traditional paperback books, updating of information or content would lead to reprinting of books which would be an expensive exercise all in all. Whereas eBooks can be updated any time, as all the material is saved on cloud and can be electronically updated.

8. Interactive Assessment eBooks include self assessments to test learners’ knowledge; it does away with the traditional system of examinations. eBook assessments provide instant results, which teachers can also view and provide immediate feedback accordingly.

Challenges Educators Might Face Along the Way Wide surveys and research into eBooks for educational purposes have brought to light that eBooks are not yet fully ready for their intended purpose in India.

The factors that lead to this conclusion are discussed below: 1. No one-stop shopping Every publisher of books and eBooks seems to want to use their own system of cataloguing and sharing eBooks. What this means for the educational institutions is that you cannot subscribe to one service and get all the electronic books that you need. Compare this to the print model where you have tremendous choice in what you want to buy.

2. Lack of standardisation There is no large-scale consensus on what form an eBook should be in. HTML and PDF seem to be the most popular forms, but there are practical hiccups where some eBooks will work on some devices, but not on others.

3. Incomplete features list With a printed paperback book you can share it, annotate it, quote

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it, add comments and bookmarks.

Given that websites allow for videos, simulations, games, and other interactive features, one wonders why most eBooks don’t include these features.

with only half their attention focused on what is being taught, also gets removed from the minds of students.

Dear readers, do you agree with the views penned down by the writer?

4. Access to technology Many students do not have access to the technology required to use an eBook. In order to provide technology to the students at the institutions, educational institutions are at times forced to cut costs by laying off some teachers. Thus, the teacher-student ratio goes up.

Teachers and librarians have to play a crucial role in the curation of knowledge, so that students are directed to valid and useful sources of information, rather than wandering aimlessly through the vast graveyards of information available online.

5. Increasing screen time Teenagers already spend too much online. Further exposure to a laptop/mobile/TV screen while surfing for information will further accentuate the health problems which are already a risk to their life.

6. Not as eco-friendly as we might like While a common argument for using eBooks is that they are more eco-friendly than paper books are, it is worth noting that the computers which contain those eBooks generate heat and electromagnetic waves, which themselves contribute to the problems. In other words, we are trading one environmental problem (the destruction of forests for pulp) for another (pollution of ecosystems with heavy metals).

Conclusion The introduction of eBooks has optimised the learning experience, by turning learning into a fun and engaging process. The dread of carrying around a load of books and sitting through long monotonous lectures of teachers

Neelam has been working as an English Lecturer since 2012, in Prabhakar Senior Secondary School. She received the Best Teaching Award in the school in 2014, and has worked as a language teacher in the Army Vocational Training Centre (Khasa Cantt.) and as an assistant professor of Language and Personality Development at Global College (Verka) before. Her teaching experience has helped her grow tremendously, both emotionally and spiritually; the guidance of seniors and management has enhanced her overall development. She will always remain indebted to her institution Prabhakar Senior Secondary School for providing her the opportunity of working and growing as an educator. neelammatharoo2318@gmail.com

Neelam is a contributor from a Dell Aarambh School

12 | Mentor | June 2019

Governance

A GUIDE TO SCHOOL-BASED CRISIS PLANNING Wise Words on Managing Crises in Schools

Introduction

What qualifies as a ‘crisis’?

nowing how to respond quickly and efficiently in a crisis is critical to ensuring the safety of our schools and students.

The midst of a crisis is not the time to start figuring out who ought to do what. At that moment, everyone involved should know how to overcome the immediate challenges at hand.

We define a ‘crisis’ as ‘an unstable or crucial time or state of affairs in which a decisive change is impending with the possibility of a highly undesirable outcome’.

K

Families trust schools to keep their children safe. The unfortunate reality is that schools can be subjected, either directly or indirectly, to a crisis of some kind at any point in time, though, such as natural disasters, epidemics, terrorism, student or staff death etc. Schools ought to be ready to handle crises large and small, to keep the children and staff out of harm. Here’s a guide to what constitutes of a crisis, and the four integral phases of managing it.

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Crises range in scope and intensity from incidents that directly or indirectly affect a single student, to ones that impact the entire community. Crises can happen before, during or after school and on or off school campuses.

Leadership is the key to Crisis Preparedness; take the time needed for collecting essential information, developing a plan and involving the appropriate people.

Crisis planning is a continuous process, in which all phases of the plan are reviewed and revised regularly. Good plans should always be updated based on experience, research and changing vulnerabilities. They should be developed in partnership with other community groups, including law enforcement, fire safety officials, medical services and health and mental health professionals.

The time to plan is now. If you do not have a crisis plan in place, develop one. If you have a plan in place — review, update and practise that plan regularly. The fact is, the research on what works in school-based crisis planning is still in a nascent stage as of now.

The Four Phases of Crisis Management Phase I: Mitigation & Prevention Mitigation and prevention require taking inventory of the dangers

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Governance in a school and community and identifying a plan of action to prevent and minimise injury and property damage.

Mitigation: The goal of mitigation is to decrease the need for response, as opposed to simply increasing response capability. It is any sustained action taken to reduce risk to life and property from a hazardous event.

Phase II: Preparedness Every school needs a Crisis Plan that is tailored to suit its unique requirements; being well-prepared involves an investment of time and resources.

Steps can be taken by: • Identifying and involving stakeholders.

• Considering the existing efforts.

Prevention:

• Determining what crises the plan will address.

Threat Assessment is very necessary for creating a safe and orderly learning environment in school. Threat Assessment refers to identifying the students (or, in some cases, staff) who may pose a danger to themselves and others.

• Defining the roles and responsibilities of the students and the staff.

Steps can be taken by: • knowing the school building well • knowing the community • making efforts for the safety and security of the school • establishing clear lines of communication

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• Developing methods for communicating with the staff, students, families and media.

• Obtaining necessary equipment and supplies in the event of any crisis.

take the time needed for collecting essential information, developing a plan and involving the appropriate people.

Phase III: Response The Response phases summarises some major recommendations gathered from experienced practitioners and other experts regarding the points to remember when called upon to implement the Crisis Plan.

Steps can be taken by: • Assessing the situation and choosing the appropriate response.

• Responding promptly.

• Notifying appropriate emergency responders.

• Evacuating or locking down the school.

• Preparation for immediate response at the time of crisis.

• Providing emergency first-aid when required.

A careful, realistic and thorough assessment of the hazards faced by the school is critical. Leadership is the key to Crisis Preparedness;

• Keeping supplies at hand and staying organised and alert.

• Trusting the leadership.

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Governance

The time to plan is now. If you do not have a crisis plan in place, develop one. If you have a plan in place — review, update and practise that plan regularly

Communicating accurate and appropriate information and documentation of every action taken during the Response phase (which serves as legal proof) is very important for insurance and financial purposes later on.

The Crisis Team should communicate regularly with the staff managing the students, and the earliest possible release of students should be the ultimate goal for the team.

Phase IV: Recovery The goal of Recovery is to slowly return to learning and to restore the infrastructure of the school as quickly as possible. School staff can be trained to deal with the emotional impact of the crisis, as well as to initially assess the emotional needs of the students, staff, and responders.

One of the major goals of recovery is to provide a caring and supportive school environment.

Steps can be taken by:

• Conducting daily debriefings for staff, responders and others assisting in recovery.

• Taking as much time as needed for recovery.

• Remembering anniversaries of crises.

Above all, an evaluation of the recovery efforts will help prepare for the next crisis.

Use several methods to evaluate recovery efforts. Brief interviews can be conducted with emergency responders, families, teachers, students, and staff. Certain pertinent questions can be asked such as: • Which classroom-based interventions proved most successful and why?

• Planning for Recovery in the Preparedness phase.

• Which assessment strategies were the most successful and why?

• Assembling the Crisis Intervention Team.

• Which recovery strategies would you change and why?

• Returning to the “business of learning” as quickly as possible.

• What other planning actions will facilitate future recovery efforts?

• Keeping the students, families and the media informed.

Conclusion

• Focusing on the building, as well as people, during Recovery.

• Providing Stress Management during class time. www.lxl.in

worked? What didn’t? How could the operations be improved?

Updating and strengthening the Crisis Plan is essential so that, in a crisis, no child is left behind.

Recovery may seem like an ending, but it is also the beginning. It is like closing the loop on the circle.

A critical step in Crisis Planning is to evaluate each incident. What

Ms. Prapancha K works as an English teacher in Velammal Memorial Higher Secondary School, Madurai.

She has been teaching English for the past fifteen years.

Having started her career as a UKG teacher, she is now teaching students of higher secondary. She has a postgraduate in English and has completed her diploma in elementary education through NIOS. prapancha191919@gmail.com 15 | Mentor | June 2019

Governance

REDEFINING STUDENT SUCCESS With a Focus on Lifelong Learning and Application of Lessons

Introduction

S

tudent success is defined as ‘the ability to be lifelong learners’. It goes beyond just good grades, a stellar sports performance or an extraordinary artwork. We consider a student successful if he is adept at interpreting and applying his learning to real-life situations.

We believe that learning should always be co-constructed by students and teachers. This allows the child to understand that the teacher is not the only source of information and he, therefore, explores and consolidates his own body of knowledge.

The Importance of Regularly Redefining the Term Our dynamic and complex world calls for flexible and resilient minds that can adapt swiftly in order to flourish, and not just survive. Therefore, the success of a student has to be redefined as per the demands of our constantlyevolving world. www.lxl.in

A student can redefine his or her own idea of success, and a detailed reflection on questions regarding the benchmark of success and how to meet these expectations can help us redefine the learning process.

Moreover, we must review student success according to individual differences and work on each child’s strengths and improvement areas accordingly.

One parameter of student success is the sense of achievement and joy that children experience when they reach their maximum potential

The Importance of Student-Centric Learning ‘Student agency’ is the new term we use for student-centric learning.

A learning that does not revolve around the student is just ticking off some obsolete checkboxes.

Students are always given the opportunity to decide the medium of learning and the method to showcase their learning. For instance — as a part of an environmental study, students were allowed to choose their respective roles. They were environmentalists, local residents, marine biologists, reporters and politicians; this allowed the children access to various perspectives. They then showcased their learning through various mediums such as a brochure, a flyer, a PPT or a skit.

Student-centric learning also inculcates habits of learning, not just in academics, but also in emotional, interpersonal, environmental and physical aspects. Students, especially in the 16 | Mentor | June 2019

Governance

How would the future generation be like if each and every student who graduates is an efficient, life-long learner with a profound understanding of one’s own self? primary years, must be encouraged to seek knowledge and be given the freedom to choose their own method of learning.

Student-Centric Innovations Interdisciplinary learning coupled with the multiple intelligence approach is the key to studentcentric innovations. When a child is aware and accepting of his dominant intelligence, he knows how to structure his learning.

E.g. Students of Grade 7 were asked to observe the flaws in the products

used by the people they care about and encouraged to innovate and create a better model that would improve efficiency. This project utilised their motor skills, creativity and logical reasoning under the umbrella of Product Design.

in one subject or activity may be mediocre in another; also, not every child is academically-inclined.

Encouraging leadership is another way of inciting student-centred innovations. E.g. During a PYP exhibition, students were asked about various issues impacting the world such as refugees and wars. One group of students came up with the idea of a website that collects donations for rehabilitating refugees, while another created a meditation centre to practise mindfulness.

The peer-to-peer learning practice has helped elevate the mediocre student to a higher level of achievement and success.

A Practice Implemented in Your School That Signaled a Shift into CompetencyBased Learning Peer-to-peer learning is a pairing of brilliant student with a mediocre one. This allows for the transfer of knowledge and learning habits from the mentor, who also reiterates and improves his learning.

However, a student who is brilliant

How the Practice Influenced Student Success

5 Integral Aspects of Student Success 1. Joy of learning: If learning is not fun, there is a flaw in the approach.

Allowing a student to choose his medium and approach of learning leads to an elevated learning curve.

2. Achieving one’s maximum potential: Every child should have the opportunity to reach his or her potential in every area; each intelligence must be nurtured.

3. Pro-active behaviour: A proactive attitude towards learning is a sign of a student who understands that he is on his way to becoming a lifelong learner.

4. An all-rounded individual: A student who understands his own self, his intelligences, his strengths, his weaknesses and his ambitions, is ready for the world.

As educationists, if can polish every aspect of a child that he will need to flourish in the outer world, that is success.

5. Habits of the mind: Building healthy habits that permeate every aspect of life is a major aspect of success. Time management, social responsibility, organisation are some of the habits that support every task a student does.

How Meaningful Accountability Helps Redefine Student Success There is always a 3-way accountability module, which includes all the stakeholders — the parent, student and teacher. www.lxl.in

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Governance

However, the onus of success lies with the student, while the other two parties provide their complete support.

We make formal or informal suggestions to parents if we feel there is merit in change of subject or in extra support classes. Sometimes it’s a wellbeing concern, and the child needs guidance to restructure his learning process or resolve personal issues.

'Try It Out': A Practice You Can Implement in your Own Classroom or School Create outdoor classes: Let the students experience learning outside the four fixed walls of a traditional classroom. Field trips are an extremely efficient way of learning. Let them understand Art through observation of nature’s beauty outside. Let physics be learnt by measuring the shadow of that tower outside the school.

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Conclusion Student success is built on the foundations of student-centric learning and innovations that empower students to take responsibility for their own learning.

In this dynamic and evolving world, it is crucial to redefine what student success means at a broader, as well as at an individual, level. Student success can be measured by the student’s ability to be a lifelong and proactive learner who graduates as a self-aware adult.

Joy of learning, pro-active learning, an all-rounded personality and the development of every intelligence to its highest potential are some of the integral aspects of student success that we believe in.

Dr Sarvesh Naidu, the School Director at Pathways School Aravali, has a Doctorate in Education from The USA, a Master’s Degree in English Literature as well as a Bachelor of Education Degree from India, and a Licentiate Diploma in Teaching of English as a Second Language from Trinity College, London.

His schooling was at Mayo College, Ajmer, India. A teaching and administrative career spanning 37 years has given him vast international experience in varied types of schools and four different curricula.

He has been an active Teacher Trainer and over the years encouraged them to focus extensively on the Emotional & Passion Quotient as well as on helping students in ‘Learning how to Learn’. sarvesh.naidu@pathways.in

How would the future generation be like if each and every student who graduates is an efficient, life-long learner with a profound understanding of one’s own self?

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Cover Story

THE STORY OF A PROGRESSIVE BENGALURU SCHOOL Gaining Insight into its Democratic Leadership Format

T

here has been a lot of debate and research over which aspects attribute to a successful school. In this article, we raise some pertinent questions that are worth asking.

What makes a school successful?

What are the factors distinguishing the most effective and the least effective schools? With multiple models for school operations, how can we judge if a school model is effective?

We travel to Bengaluru through the vivid words of Dr. Chetana Keni, founder of the progressive school Aurinko Academy in this story. According to her, “Quality leadership is a prerequisite for quality management.”

Using the “five factor theory” based on research by celebrated international authors and educators, David Miller Sadker and Karen R. Zittleman, Dr. Keni brings to life the story of her school based on the five common characteristics that effective schools seem to share.

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The Form of Leadership Your School Follows Authority is decentralised at Aurinko; all are given an open invite to be part of consultation meetings, data collection and participate in the formulation of plans and policies.

QUALITY LEADERSHIP Quality leadership is a prerequisite for quality management. We, as leaders, define the success of our school in the way we structure and direct the organization, but also by how we behave within it.

We strive to achieve a fine balance between business foresight, performance and character. Our vision, self-awareness, courage, integrity, openness, humility and focus along with the ability to plan strategically and catalyse co-operation amongst our team members is our strength.

At Aurinko, we follow a Democratic or Participative leadership format.

All stakeholders take ownership, including children and parents.

Together we audit, look out for areas of improvement and find solutions that are amicable to all.

These include academics, delivery behaviour management, hygiene, events, quality, administration etc.

Authority is decentralised at Aurinko; all are given an open invite to be part of consultation meetings, data collection and participate in the formulation of plans and policies.

Decision-making is not only encouraged but supported, as it may be a stepping stone to success.

There is no hierarchy in our school, yet those who have assumed leadership roles (could be a child, a teacher or a parent) lead mainly through persuasion and example, rather than fear and force. Since everyone has a voice, the leader serves as a moderator of the ideas and suggestions from his or her group.

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Cover Story A Key Practice of your School that Promotes Leadership Skills The Aurinko Philosophy and Methodology is the guiding force. It expects everyone to be aligned with the needs of the most important stakeholder: the student.

All decisions are taken keeping the best interests of the child in mind, that which ensures his or her survival in the outside world after passing out of here.

The Outcomes of Practising Quality Leadership This kind of decentralised ownership ensures all are enthused, interested and hence always feel open and fearless to put forth their suggestions for improvement. This puts us on the path of continuous progress, thus living up to our tagline – ‘A Progressive Learning Space’.

Through 8 years now, we have seen: (i) higher motivation and improved morale

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(ii) increased co-operation with the management (iii) improved job performance (iv) reduction of grievances (v) reduction of absenteeism and turnover (students and Employees)

HIGHER EXPECTATIONS FROM THE WORKFORCE We believe performance is a product of self-awareness self-growth. Hence, we take personal development of workforce very seriously.

Transparency and openness are my biggest strengths, I believe. It has resulted in Aurinko being a beautiful community where all are friends, working towards its excellence in a nonthreatening and nonjudgmental conduit.

byand the our

Our training programs are focused on helping them add skills and tools to their toolkit of life. It must help them, their families and their near and dear ones; it must empower them as a person. Their tenure at Aurinko should be a lifechanging event in the positive direction. When we take care of this, we have super confident, immensely happy and satisfied workforce that puts in its best.

The open 360-degree continuous feedback that we have coupled with a non-threatening environment ensures that they themselves do a course correction every now and then.

This doesn’t mean there are no mistakes or low performers.

However these are accepted as a group challenge in a nonjudgmental way and help is rendered. There is a 100 percent transparency rule in Aurinko, thus, ensuring a lot of trust and openness.

We face this mainly due to the fact that our Philosophy and Methodology is so unique that there aren’t any existing examples for teachers to emulate.

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Cover Story

The education system we have is so alien to everyone, as none of us has experienced anything like that in our own school days for us to readily draw from. The democratic way of living for kids, open feedback mechanisms, community learning, focus on Arts, leading to holistic development, the focus on long-term learning vs. quick results etc. are all very abstract things for a young teacher at Aurinko, even if they have several years of experience in teaching and expertise in the subject.

It takes about 2 years for a teacher to come to terms with these things and start trusting in the fruits of such labour; until then the community supports these teachers for continuous alignment.

Parameters to Judge the Success of your School • Happiness Quotient • Ownership •F reedom of thought and expression • Continuous life-long learning • Design thinking

SCREENING STUDENT DEVELOPMENT REGULARLY

• Alumni involved in planning of curriculum

We look at the overall development of the child, with the focus being on several values over academic success. We emphasise more on tolerance, empathy, co-operation, collaboration, discipline, respect, diligence, perseverance, proactive choices, nutrition, physical development, artistic development etc. Academics are evaluated daily and weekly with worksheets that assess concept learning, retention, higher-order thinking, application and attention to detail.

How to Assess the Individual Skill Sets of the Student beyond Academics

The teacher-child ratio is about 1:4/5 thus allowing all of the above to be keenly observed, guided and followed.

The Best Practices that have Improved Students’ Performance • Role Models • Continuous Feedback and Guidance • Guidance and Counselling in areas that are interfering in child’s progress • Child-led buddy system

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• Parent-led teacher-training program

These areas are all combined at Aurinko; every teacher takes charge of the holistic development of the child. Daily observations are made, counselling is given when required, goal-setting is facilitated, and the peer buddy system ensures adherence. Parents, too, offer undisputed support allowing for continuous progress in children.

Assessment Measures Used by your School to Compare Students’ Performances Nationally & Internationally We do offer such assessments on an optional basis to our children; whenever they have taken them, we have seen our children excelling based on country, and even world, averages.

However, at Aurinko, we do not function for these results at all.

They are good to know, but we 21 | Mentor | June 2019

Cover Story must carry on. Our focus is to raise Agents of Social Change — and that is a long journey.

Problem Areas of Learning at the Classroom Level that have been Successfully Identified and Resolved

we can unlock the true potential of our children and teachers. It is the daily experience and challenges the children, parents and teachers encounter that allows for the following skills to develop:

continually ahead of its time.

1. Collaboration and teamwork

• provide unbounded space for expression and compassion

2. Creativity and imagination

Classroom discipline, hygiene, behavioural interferences, group dynamics and teacher capability are some common issues we have faced. But weekly ‘Circle Time’ with children and teachers and occasional guidance from parents, allows these to be resolved quickly with open feedback given to all.

3. Critical thinking

The 21st Century Skills being Addressed by Your School Curriculum

10. Oral and written communication skills

The Aurinko community is a living, learning and thinking ecosystem, of which the curriculum is a very tiny aspect. Hence the following skills are obtained by students as a part of living and thriving in the Aurinko ecosystem, rather than just the curriculum.

13. Initiative

We strive for the continuous development of the intellectual capital of our community, so that

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4. Problem solving 5. Flexibility and adaptability 6. Global and cultural awareness 7. Information literacy 8. Leadership 9. Civic literacy and citizenship

11. Social responsibility and ethics 12. Technology literacy

Where we — inspire young minds to grow and explore • create opportunities for all to experience and excel

• aspire towards the fulfilment for the community - of parents, teachers and children alike.

Transparency and openness are my biggest strengths, I believe.

It has resulted in Aurinko being a beautiful community where all are friends, working towards its excellence in a non-threatening and non-judgmental conduit.

Feedback is considered very important, rewarded, acted upon and executed with continuous audits.

CLEAR GOALS AND DIRECTION FOR THE SCHOOL

SAFETY AND STRUCTURE

Focus Areas & Goals for your School

Emotional safety is very important to us. Physical safety is ensured maintaining a 1:3 ratio of adults to children, and by following all the child safety norms.

We aim to create — a dazzling ecosystem of learning and discovery,

Parameters Used to Consider a School Safe

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Cover Story However, emotional safety is what we have truly invested in. Children have an open-door policy with me directly. In fact, most kids spend their all lunch and snack breaks around me in my office. The open communication allows us to delve deeper into the child’s psyche and act upon any threats we might pick up on. The peers, especially the older children, are constantly looking out for the younger ones and ensuring their problems are brought to us and resolved in a timely way.

Teachers also contribute significantly by giving children freedom of space, pace, speech and action inside and outside classrooms. They are constantly available to gently guide children whenever needed.

UNIQUE ACHIEVEMENTS OF THE SCHOOL A Unique Achievement of your School Stemming from Having Addressed These Parameters Being founded by common people with no backing and rising to India’s Top Ten Unique Schools, and being awarded as India’s Best Alternative

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School, is an achievement in itself.

However, the fact that anyone who hears of Aurinko or visits us carries fond memories and wishes they studied in a school like this, and that this is the School of the future, gives us a boost to forge ahead.

A Success Story of your School We have several success stories.

Whether it is being a school that raised 4 crores from within its community to build a new school building, or that we have young entrepreneurs and even an Ashoka Fellow in our school, true success hasn’t yet arrived. It is still in the making.

We will arrive at that point when Aurinko children, teachers and parents can all make a difference to the communities around them for a positive impact. We are doing it in a small way now. But when our alumni will spread to various parts of the country, and the world, and create positive impact as Agents of Social Change, our mission will be accomplished.

About the School Leader:

for ten years in the corporate world before giving it up and re-skilling herself for the field of education.

She works extensively in the areas of child development, parenting, curriculum development, teachertraining, career guidance and newage education. She is the founder of two organisations: the Chetana Keni Institute for Remedial Education, that works with children who are diagnosed with dyslexia, a progressive school Aurinko Academy, that has received recognition in the education field with awards such as ‘India’s best Project-Based Learning School in 2017-2018’, ‘Best School for Innovative Practices 2018-19’, ‘Best Parental Engagement 201819’ and ‘Best School - Happiness Quotient Index 2018-19’ bestowed upon it.

Chetana also works with many schools all over the country to help them imbibe the tenets of childcentric education, and apply them, to bring out the best in children.

She is a consultant to many school managements to bring in new-age education. She can be reached at aurinkoacademy@gmail.com

Dr. Chetana Keni is a educator and a Pranic Healer. She has worked

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Leadership

LEADERSHIP IN SCHOOLS (VOL. I) An In-depth Look at the Qualities that Make for Good Leaders

Introduction

How has leadership in schools evolved over the years?

G

ood leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never-ending process of self-study, education, training, and experience.

Leadership is a process by which a person influences others to accomplish an objective, and directs the organisation in a way that makes it more cohesive and coherent.

In other words, leadership is a process whereby an individual influences a group of individuals to achieve a common goal. In the first volume of this series on Leadership in Schools, we explore what leadership essentially is, the different types of leadership, and qualities and attributes that make good leaders.

What is leadership?

It is truly said that leadership is not about a title or a designation.

It’s about impact, influence and www.lxl.in

Good leaders are made, not born. If you have the desire and willpower, you can become an effective leader

In the 21st century, leadership has changed as technology has taken over many aspects of our lives — and it will continue to evolve with time. To be effective in the modern workplace, leaders need to understand how to adapt to new leadership styles.

The different leadership styles are:

inspiration.

Impact involves obtaining results, while influence is about spreading the passion you have for your work, and about inspiring your team-mates.

In short, leadership is not about glorious crowning acts. It’s about keeping your team focused on a goal and motivated to do their best to achieve it, especially when the stakes are high and the consequences really matter. It is about laying the groundwork for others’ success, and then standing back and letting them shine.

1. Autocratic or Authoritarian Leadership An autocratic leader centralises power and decision-making in oneself. He or she gives orders, assigns tasks and duties without consulting the employees. The leader takes full authority and assumes full responsibility.

This facilitates quick decisions, prompt action and unity of direction; it depends on a lesser degree of delegation. It is likely to produce frustration and retard

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Leadership the growth of the capacity of employees.

This leadership style is less likely to be effective because – 1. T he new generation is more independent and less submissive.

2. P eople look for ego satisfaction from their jobs.

3. T he revolution of rising expectations has changed the attitude of the people.

2. D emocratic or Participative Leadership Participative or democratic leaders decentralise their authority. It is characterized by consultation with the subordinates and their participation in the formulation of plans and policies. He or she encourages participation in decision-making.

The advantages for democratic leadership are as follows: (i) higher motivation and improved morale (ii) i ncreased cooperation with the management (iii) improved job performance

maximum results can be achieved in this way.

It is truly said that leadership is not about a title or a designation.

It’s about impact, influence and inspiration

(iv) reduction of grievances (v) reduction of absenteeism and employee turnover 3. The Laissez-faire or Free-rein Leadership The laissez-faire or non-interfering type of leader passes on the responsibility for decisionmaking to his subordinates and takes a minimum of initiative in administration. He gives no direction and allows the group to establish its own goals and work out its own problems.

The leader plays only a minor role.

His idea is that each member of the group when left to himself will put forth his best effort and the

4. Paternalistic Leadership Under this management style, the leader assumes that his function is fatherly or paternal. The relationship between the leader and his group is the same as the relationship between the head of the family and the members of the family. The leader guides and protects his subordinates as members of his family.

Qualities That Make for Good Leaders A good leader has a futuristic vision and knows how to turn his ideas into real-world success stories. Let us understand important qualities that make for good leaders.

1. Honesty, Integrity & Confidence Honesty and integrity are two important characteristics which make a good leader. How can you expect your followers to be honest when you lack these qualities yourself? Leaders succeed when they stick to their values and core beliefs; without ethics, this will not be possible.

As a leader, you should also reflect a certain degree of confidence to ensure that your followers trust you to lead effectively.

2. Ability to Inspire Others As John Quincy Adams puts it, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” If you are successful in inspiring your subordinates, you can easily overcome any current and future challenge easily.

3. Commitment & Passion Your teams look up to you and if you want them to give them their all, you will have to be passionate about it too. If they feel that you are not fully committed or lack passion, then motivating followers would be an uphill task.

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Leadership 5. Good Communicator Until you clearly communicate your vision to your team and tell them the strategy to achieve the goal, it will be very difficult for you to get the results you want.

6. Decision-Making Capabilities Apart from having a futuristic vision, a leader should have the ability to take the right decision at the right time, and then stand by it.

It is recommended that you consult key stakeholders before taking a decision as a leader.

7. Accountability “A good leader takes little more than his share of the blame and little less than his share of the credit.�

Make sure that every one of your subordinates is accountable for what they are doing. If they do well, give them a pat on the back but if they struggle, make them realize their mistakes and work together to improve.

8. Delegation and Empowerment Delegate tasks to your subordinates and see how they perform. Provide them with all the resources and support they need to achieve the objective and give them a chance to bear the responsibility.

To be such a leader who is trusted, there is a Leadership Framework to guide you: Attributes of Leadership BE: Be a professional.

Be a professional who possess good character traits.

KNOW: Know the four factors of leadership — follower, leader, communication, situation.

Know yourself.

Examples: strengths and weakness of your character, knowledge, and skills.

Know human nature. Examples: Human needs, emotions, and how people respond to stress.

Know your job. Examples: be proficient and be able to train others in their tasks.

Know your organization.

Examples: where to go for help, its climate and culture, who the unofficial leaders are.

DO: Do provide direction.

Do implement.

Do motivate.

Dr. Thakur S. Mulchandani is an educator with an experience of over 27 years with renowned educational institutions. A trainer and a mentor with a sound track record of creative scholastic achievements, he is an expert in planning, organizing, coordinating and monitoring all types of curricular and co-curricular activities for the overall development personality of students and management of the institution. He also has experience in organising educational seminars, workshops, literary meets, debates, and other cultural programs at inter and intra school level. He has received many awards and accolades for his contribution to the field of education. mulchandani.thakur@gmail.com

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Leadership

HOW SPORTS HELP IN NURTURING LEADERSHIP

A Look at the Physical, Emotional & Social Benefits

Introduction

W

hile school sports have often been touted as being a positive experience for children, the widespread ramification of involvement is rarely outlined.

Research suggests that through regular participation in organised school-based team sports, schoolaged kids receive significant opportunities to improve their health, strengthen their emotional skills, and acquire important social capabilities.

Emotional Benefits of School Sports Aside from the physical benefits of school sports, there’s also a variety of emotional benefits, many of which can positively impact a child’s performance in school.

Aside from the physical benefits of school sports, there’s also a variety of emotional benefits, many of which can positively impact a child’s performance in school. According to Aspen Project Play, emotional characteristics such as attitude, attention, and concentration are superior among children who play school sports, along with an aptitude for following rules and showing respect for others.

Physical Benefits of School Sports

The primary physical benefits of school sports include:

The primary emotional benefits of school sports include:

Encouraging your child to participate in school sports can make a significant impact on their overall physical health, both now and in the future. In fact, according to a Perkins study conducted in 2004, sports participation at a young age is a significant predictor of interest in physical activity during adult years.

• Improved weight control • Reduced risk for obesity

• Improved mood & lower levels of stress

• Healthy joints, muscles and bones

• Increased levels of confidence and self-esteem

• Less risk of heart disease and osteoporosis

• Better classroom performance, including attitude, attention and concentration

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• Healthy heart and lung functioning • Increased agility, coordination and balance

• Clearer recognition of rules and boundaries • Regulation of emotions 27 | Mentor | June 2019

Leadership Social Benefits of School Sports The social implications of school sports are significant for children, primarily due to the sense of belonging it provides. Being a member of a team provides the opportunity to develop leadership and cooperation skills, and shared experiences, including those that encompass feelings of both success and loss.

In addition, studies have shown that kids who play school sports are more likely to develop positive friendships, and less likely to commit crime, due to the decrease of unsupervised “down time”.

The primary social benefits of school sports include: • Recognition of leadership qualities • Promotion of positive friendships • Reduced risk of negative peer influence and engagement in substance abuse

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2. Provide some good examples.

Involve students in leadership opportunities in the classroom from heading the discussion of a lesson to handing out papers.

Methods Adopted to Teach Leadership in Schools 1. Put them in charge.

Involve students in leadership opportunities in the classroom — from heading the discussion of a lesson to handing out papers.

Experts say such opportunities should become part of the classroom procedures each day.

Regularly mix in discussions about good leadership — whether it’s a more detailed critique of why a famous leader succeeded or a talk about the leadership that their principal must show — or their parents or a coach. Talk about the quality of leadership in figures who loom large in your subject area.

3. Deliver leadership lessons.

Explain what leadership is and why it is valuable as a life skill and in careers. Find good short lessons as warm-ups twice a month.

4. Get them invested in improving the school culture.

Find ways to get students to change school culture by being leaders. The most common causes are perhaps stopping bullying, or raising environmental awareness, but you can enlist students in small ways in your class to do their part in improving the culture of the school.

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Leadership Skills that Sports Help to Cultivate in Students When it comes to helping students develop and hone soft skills, team sports may well top the list of characterbuilding endeavours. Leadership, teamwork, communication, coping with setbacks, managing conflict, sense of identity, empathy and self-discipline are just a sampling of the soft skills students work on every day on the cricket fields and tennis courts.

Statistics and Research Relevant to the Topic The large majority of universitybased, internationally published research in this field has found a positive association between children’s physical activity participation and academic achievement.

For instance, intervention and longitudinal studies have concluded that: • Short bouts of exercise benefit executive control/function (Chen, Yan, Yin, Pan, & Chang, 2014; Tine & Butler,2012).

• The average academic achievement of children who received extra physical education is significantly higher than children who were in a control group which did not receive extra physical education (Ardoy et al., 2014; Shephard RJ et al., 1994).

On top of that, correlation studies (which explore the relationship between sport, physical activity or fitness and academic achievement retrospectively) have found:

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• A linear relationship between academic performance and physical activity with sport/ physical activity a significant positive predictor of academic achievement with higher physical fitness, physical capacity and physical activity being associated with higher school ratings of scholastic ability (Dexter T, 1999; Dwyer T, Sallis JF, Blizzard L, Lazarus R, & Dean K, 2001; Sigfusdottir, Kristjansson, & Allegrante, 2006).

• Students who reported a greater level of exercise spent more time in sport and achieved higher grade point averages (Dexter T, 1999; Field T, Diego M, & Sanders CE, 2001; Fox, Barr-Anderson, Neumark-Sztainer, & Wall, 2010).

Conclusion Superior learning therefore occurs with greater physical activity participation (Gao et al., 2013; Shephard, 1996), supporting the theory that increasing physical activity has a positive impact on learning (Lambourne et al., 2013).

However, some studies have failed to find a relationship between physical activity and learning (Fisher, Juszczak, & Friedman, 1996), and other studies identified the relationship for girls only (Shachaf, Katz, & Shoval, 2013).

There tends to be an overwhelming amount of literature indicating physical activity is related to academic performance (Jonker, Elferink-Gemser, Toering, Lyons, & Visscher, 2010; Jonker, ElferinkGemser & Visscher, 2009;).

Seetha Poovaiah belongs to a place called Gonikoppal, South Coorg, Karnataka State. She has an M. A in English, a B. Ed with Natural Science & an M. Ed. She has also done Rashtra Bhasha in Hindi. She has worked as part-time teacher in Assam, Lucknow & Mizoram before, and is also a Red Cross-trained NCC cadet. She shifted to Coimbatore in 1990, and joined G. Ramaswamy Naidu Matric Hr Sec School as Vice Principal in 1991 and took over as Principal of the school in 1993. She is overall in charge of the school for academics, administration and finance. This school belongs to a very well known PSGG Group at Coimbatore. apseetha@gmail.com

29 | Mentor | June 2019

Innovation

HOW PRESENTATIONS CAN BE DESIGNED MORE EFFECTIVELY Guidelines for Teachers to Involve & Inspire Students

Introduction

A

zesty and engaging PowerPoint presentation can inspire your students and streamline your professional life. Not only are PowerPoint presentations a quick and colourful way to organise your ideas, but they can be recycled next year. Readily stored on your phone or pen drive, PowerPoint presentations ought to get a fresh ‘makeover’ occasionally for a ‘good as new' image.

What is a Power Point?

Draw a grid onto a photo to divide it equally into thirds both horizontally and vertically. The result is a photo divided into nine parts.

The intersections of these lines are called power points. Whether you are making a class presentation or taking photos, remember that the main object of interest in the photo should be on one of those points.

The Impact that a WellDesigned PowerPoint can Make on Students How many options do you have for classroom presentations?

‘Chalk and talk’ teaching is bound to induce many yawns in the classroom. Videos, similar to TV, are passive media, where there is a one-way flow of information. A focused and friendly PowerPoint can inspire interest and convey the lesson effectively.

Do you want your students to really sit up and pay attention to your PowerPoint? Just notify them upfront that the answers for the upcoming assessment are here in this PowerPoint. Link your assessment to the main points you

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cover in this presentation. Can you do it again next year? One hundred percent!

A zesty and engaging PowerPoint presentation can inspire your students and streamline your professional life

How PowerPoint Presentations can be Made Even More Interactive Student interaction is an important element of the teaching-learning experience that is often overlooked during ‘chalk and talk’ but you can 30 | Mentor | June 2019

Innovation build reminders for interaction into your PowerPoint.

Interaction is simply getting your students to talk back to you, something teachers rarely do.

Make every third or fourth slide a question slide.

What questions should you ask them? First, you can ask for their own thoughts, questions and opinions on the subject. Second, you can have students re-state the information in their own words or explain how they could apply the information. Third, you may ask them to solve a problem posed in the PowerPoint or write a short answer. Fourth, you could use a

Here, the most interesting feature lies on a power point. Our eye is drawn to these points.

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slide as a reminder to do a learning activity that involves the whole class. Use your imagination to think of a relevant classroom game that uses the information you are teaching.

4-5 Tips on Improving Presentation Skills for Teachers I’m working as a teacher trainer here in India, and I build training power points and assist others to do so. Here are the common mistakes that people make when building a PowerPoint: Disorganised presentations: Creating a title page first and then inserting a page for each subheading is the proper way to begin.

Now fill in the slides for each subheading. Once complete, take a second look at your organisation and re-arrange as needed in ‘slide sorter’ view.

No ‘cut and paste’: Be sure to set a good example with your own work; add quotes or short passages if needed, but be sure to credit the sources. For larger passages,

grasp the concepts in the articles you read and then re-write these ideas in your own words. Be concise, use few words and your students will love you for it.

Watch your fonts: A good rule is to never use a font smaller than 28 points. If your information does not fit on a slide with this size font, use 2 slides or cut down the wording. Adopt one simple font and stay with it through the entire presentation.

Keep it simple. Flashy transitions, embedded videos and animations may seem impressive, but they actually only distract students from your message.

On Placing & Editing Images in PowerPoint Presentations Do place a nice photo on your title slide. Adding interest by downloading and inserting appropriate images from the web is simple. Dodge blurry images and make sure the picture adds lively meaning to the slide.

Never stretch your photos out of proportion; it looks silly and

31 | Mentor | June 2019

Innovation tasteless. Definitely avoid this by always scaling the image size by the ‘handles’ at the photo’s corners. If your photo’s shape does not fit your needs, crop it using PowerPoint’s cropping tool in the ‘Format’ tab.

Alongside the picture, place your text. But if you enlarge the photo to fill the entire slide background, the text will go on top of the picture. For readability’s sake, you might need to fill the text box with a solid colour.

Other Software and Tools that Can be Used to Design Presentations If you don’t have a copy of Microsoft PowerPoint, you can download Open Office Suite for free. This software bundle contains presentation software very much like PowerPoint. There are also web-based presentation makers like Prezi.com or Google Docs Presentation which might be easier for you to use.

Have you ever puzzled over how to borrow text or photos from a PDF file and put it into your presentation? Try downloading Greenshot, an excellent, free screenshot program. Simple to use, you merely select the area on your screen you wish to capture and save the image as a photo file.

Tips for Delivery of Presentations in Classrooms While instructing students using a PowerPoint, face your students rather than the screen. Instead of reading the slides, have your students read them to help build their interest.

Stories always add interest, whatever your teaching method.

Try to think of related examples gained from life experience; an illustrative story will markedly add to your student’s knowledge and motivation.

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Try to finish your presentation by giving an exercise on the final slide which will allow students to practise what they just learned.

Try it Out: A Practice that Teachers can implement in their Own Classrooms Students of class 5 or above can certainly design simple PowerPoint presentations. Assign them to work in small groups and give each group a different topic from your syllabus. Each group will design ‘PowerPoint’ slides on paper for their topic. Depending on computer availability, they could then translate their work into an actual PPT.

Student interaction is an important element of the teaching-learning experience that is often overlooked during ‘chalk and talk’ but you can build reminders for interaction into your PowerPoint

Conclusion Commit yourself to write one new lesson onto a PowerPoint this week. Short, simple and slender — it will only take a few minutes.

Check to see that it is logically organised and use only your own words. Lock in regular ‘question slides’ to make it interactive.

honing your PowerPoint skills is a great way to improve your communication and presentation skills as well as to involve and inspire your students with a joyful and memorable learning experience.

James M. Pearce (RD, MPH) and his wife Mary have worked as a teacher trainers and curriculum developers for Global Classroom in Lucknow, UP since 2013. James travels across India frequently to train PG -12 teachers in classroom methods.

James holds a Master of Public Health from the University of Minnesota, and has 31 years of experience in health education.

He also has also taught in US primary schools and helped home-school his 9 children.

In his spare time, James loves to cook spicy Indian food and practise the violin.

2maypea9@gmail.com

As you slowly build your own library of topical power points, how do suppose you will feel the next time this topic appears in your syllabus?

In an age in which technology can complement other traditional teaching methods to enhance the teaching-learning experience,

32 | Mentor | June 2019

Innovation

TEACHERS AS LEARNERS Exploring Possibilities and Realities

Introduction

A

re teachers learners? Or are teachers, just teachers?

How we respond to these two questions will determine the quality of teaching. The response in most cases would be that teachers are learners. However, the ground realities are very different, since “there is no opportunity for teachers to examine their own biases and beliefs and reflect on their own experiences as part of classroom discourse and enquiry” (Vision of Teacher Education in India: Quality and Regulatory Perspective, 2012).

Factors that Influence Learning in Teachers While teachers have to perform their assigned roles within a classroom, they also need to subvert that role to a degree to be effective inside the classroom. For this, teachers need to revisit their roles as knowledge-keepers and take on the roles of learners.

One form of that learning is to undertake continued professional www.lxl.in

We place the responsibility of developing the whole child in the hands of teachers. So shouldn’t every effort be made to help teachers become holistic in their approach to teaching? development for in-service teachers.

Programs based on high quality and meaningful teacher development can affect teachers’ skills and attitudes in the classroom, further increasing the quality of education the students receive.

How a Learning-Centric Approach Helps in Professional Development One way to understand quality professional development is that it enables teachers to become learners. Why is it necessary for teachers to become learners? If

teachers want to be effective in their professions, they need to visualise learning from the perspective of the learner. In doing so, the teacher can better understand the power and predicament of the learning process that learners undergo.

What is it like to be confused? How does it feel to be contradicted by a peer who has a contradictory view on a similar idea? This very personal understanding of learning creates the openness required for flexibility and an understanding of how others learn.

Ensuring Ongoing Support for Teachers We place the responsibility of developing the whole child in the hands of teachers. So shouldn’t every effort be made to help teachers become holistic in their approach to teaching? The answer is evident, yet there is very little that is accomplished, in terms of continued professional development or up skilling by teachers or stakeholders who espouse such beliefs. Schools require trained and certified 31 33 | Mentor | June 2019

Innovation teachers to fulfil a statutory requirement, and training provides for a standardised certification.

Whether pre-service teacher education programs are effective in helping teachers gain the necessary skills and abilities to be productive on the job has been a matter of contention for several decades now. The Justice Verma report, (August 2012) after reviewing 219 teacher education programs in the country, states that several of these programs are lacking both in terms of content and quality; a significant overhauling is required to effect the desired changes.

The report also addresses some key areas of improvements for inservice training programs as well.

How to Motivate Teachers to be Open to Learning at Any Stage of their Career National statistical reports are all part of what we need to do for national capacity-building.

While these measures of analysis are essential to understanding a status quo, they do not always contribute to impactful changes on the ground. One way to address the challenges faced in this regard is to visit the possibility of selfmotivated learning trajectories as part of a personal initiative.

However, there is also the bitter truth that teachers seldom actively pursue active learning. There are very few teachers who continue

to build on their skills and become exemplary in their professions.

Challenges Faced While Encouraging Teachers to Learn In my capacity as a trainer, the biggest obstacle to in-service teacher training is the amount of resistance a leader has to overcome before teachers are willing to participate. There are several contributing factors to teacher resistance including the effectiveness of practice, experience to execute a new idea, ease of implementation and the respect the profession garners.

“Ideas, values, technologies that do the job with the least demand on psychic energy will survive. An appliance that does more work with less effort will be preferred,” (Csikszentmihalyi, 1993, p. 123) — this analogy perhaps helps us understand that people adopt new ideas or tools that are easier or more powerful. In the teaching profession, if teachers are to leave behind old ways of teaching for more effective approaches, then the new practices have to be powerful and easy to implement.

Conclusion We need teachers, and we also need teachers who are willing learners, to keep themselves abreast of the latest developments in the profession to ensure that

graduating learners are ready to face a world that had changed — and continues to change — in staggering ways.

Although a nostalgic reference, the term ‘Guru’ is still relevant in the national context. Enmeshed in the lore of the ancient ‘guru’ and ‘shishya’ relationship is that the guru constantly strove, both as a teacher and as a person, to be committed in his or her role to students, to learning and to the society at large.

The image does not pale with time; it remains powerfully etched in the psyche of learners so much so that it is passed on from one generation to the next. Perhaps an utterly Utopian concept — yet, it continues to inspire generations of teachers and students alike.

Bangalore-based Sharoon Sunny has been an educator for over a decade.

Under her guidance, a writing lab at a renowned private university in Bangalore garnered attention as the country’s first writing lab. Her areas of research interests are teacher training and developing creativity in the classroom. Her current research at the English and Foreign Languages University is to understand how creativity is promoted in the English language classroom. sharoon.sunny@gmail.com.

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34 | Mentor | June 2019 32

2019 NOV- DEC

save the date Bring the World's Largest Children's Film Festival to Your School

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IKFF is a unique film festival hosted by schools across the globe that provides an opportunity for students to 'Watch' the best of International Children's Films, 'Learn' from film-making master classes and 'Make' films participate in opportunity the 'World's Largest International Kids Filmto Festival provides an for your students to WATCH the best of international children’s films, Student Film-Making' Competition.

LEARN from film-making master classes & MAKE films to participate in the World’s Largest film-making competition.

To host a film festival in your school, connect with us IN at:YOUR SCHOOL! GET READY TO HOST THIS FESTIVAL hello@ikff.in Reach us at:

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School Cinema, conceptualised by LXL Ideas, is a learning module on life skills, values & attitudes developed through research & taught using film pedagogy & engaging workbooks.

To introduce School Cinema in your school, +91 90191 11110 | info@lxl.in

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